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Revista Iberoamericana de la Educación, Vol - 7 No. 3, July - September 202 3
e-ISSN: 2737-632x
Pgs 1-15
* University of Guayaquil
rommel.salazarc@ug.edu.ec
https://orcid.org/0000-0002-4415-
1981
** University of Guayaquil
mayra.gallegosv@ug.edu.ec
https://orcid.org/0000-0001-5977-
4009
*** St. Helena Peninsula State
University
clery@upse.edu.ec
https://orcid.org/0000-0001-6552-
628X
**** University of Guayaquil
maricela.dazav@ug.edu.ec
https://orcid.org/0000-0001-7167-
9557
***** University of Guayaquil
jaime.espinosai@ug.edu.ec
https://orcid.org/0000-0001-6842-
8626
Received: June, 2022
Approved: May, 2023
DOI:
https://doi.org/10.31876/ri
e.v6i4.236
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Salazar, R., Gallegos, M.,
Clery, A., Daza, M.,
Espinosa, J. (2023)
Estrategias didácticas para la
enseñanza virtual en la
educación media. Revista
Iberoamericana De
educación, 7(3)
Didactic strategies for virtual teaching in
secondary education
Estrategias didácticas para la enseñanza virtual en la educación media
Estratégia didática para a aprendizagem eletrónica no ensino secundário
Rommel Ulises Salazar Cedeño*
Mayra Emerita Gallegos Vargas**
Arturo Clery***
Maricela María Daza Vélez****
Jaime Espinosa Izquierdo*****
Abstract
Virtual education took off after the suspension of face-to-face
activities due to Covid-19. In Ecuador, high school education
adopted virtuality to follow the activities, so this study had the
objective to determine the didactic strategies used for virtual teaching
in Ecuadorian high school education . It was a qualitative, theoretical,
documentary type, bibliographic design, descriptive level research.
Among the results, it stands out that all the research reviewed
mentions the design of interactive activities, the use of educational
platforms, and the use of multimedia resources; no coincidences were
found with the a priori categories: class recording and online
evaluations. Emerging categories such as time organization,
relevance of teacher participation and motivation were obtained. In
conclusion, the studies prioritize the use of digital tools and social
networks as tools for connection and interactivity.
Key words:
didactic strategies, virtual teaching, Ecuadorian
secondary education.
Resumen
La educación virtual tomó auge a partir de la suspensión de
actividades presenciales por causa del Covid-19. En Ecuador, la
educación media adoptó la virtualidad para seguir las actividades, por
lo cual este estudio tuvo por objetivo determinar las estrategias
didácticas usadas para la enseñanza virtual en la educación media
ecuatoriana. Fue una investigación cualitativa, teórica, tipo
documental, diseño bibliográfico, de nivel descriptivo. Entre los
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Didactic strategies for virtual teaching in secondary education
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resultados se destaca que todas las investigaciones revisadas hacen
mención del diseño de actividades interactivas, la utilización de
plataformas educativas, y el uso de recursos multimedia; no se
encontraron coincidencias con las categorías apriorísticas: grabación
de clases y evaluaciones en línea. Se obtuvieron categorías
emergentes tales como organización del tiempo, relevancia de la
participación del docente y motivación. Como conclusión se tiene
que los estudios priorizan el uso de las herramientas digitales y redes
sociales como herramientas de conexión e interactividad.
Palabras clave:
estrategias didácticas, enseñanza virtual, educación
media ecuatoriana.
Resumo
A educação virtual tomou impulso após a suspensão das atividades
presenciais devido à Covid-19. No Equador, a educação secundária
adotou a virtualidade para acompanhar as atividades, portanto,
este estudo teve como objetivo determinar as estratégias didáticas
utilizadas para o ensino virtual na educação secundária
equatoriana. Tratou-se de uma pesquisa qualitativa, teórica, do
tipo documental, de desenho bibliográfico, descritiva. Entre os
resultados, todas as investigações analisadas mencionaram a
conceção de actividades interactivas, a utilização de plataformas
educativas e a utilização de recursos multimédia; não foram
encontradas coincidências com as categorias a priori: gravação de
aulas e avaliações online. Foram obtidas categorias emergentes
como a organização do tempo, a relevância da participação do
professor e a motivação. Como conclusão, temos que os estudos
dão prioridade à utilização de ferramentas digitais e redes sociais
como instrumentos de ligação e interatividade.
Palavras-chave:
estratégias didáticas, ensino virtual, educação
secundária equatoriana.
INTRODUCTION
Currently, virtual education has taken on great relevance due to the
pandemic that has forced many educational institutions to adopt this
modality (Valero-Cedeño et al., 2020; Hueso, 2020; Aedo and
Millafilo, 2022). Secondary education has not been the exception and
has seen the need to use digital tools to continue providing quality
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Didactic strategies for virtual teaching in secondary education
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education. Some didactic strategies that can be used to improve
virtual teaching in secondary education are the following:
Design of interactive activities: It is important to design activities that
involve the active participation of students, these can be in the form
of games, debates, discussion forums, among others. Their objective
is to encourage collaborative learning and student participation in the
teaching and learning process. Teamwork and online collaboration
can be encouraged through videoconferencing platforms such as
Zoom, Google Meet, Microsoft Teams. Teachers have the possibility
of creating assignments and practical activities for students to apply
what they have learned, even remotely.
Use of educational platforms: Educational platforms such as Moodle,
Canvas, Google Classroom, among others, allow content
management and interaction between students and teachers. These
tools can be used to share materials, assign tasks, monitor student
activities, among other functionalities.
Class recording : Classroom recordings allow students to review
content and review topics covered in class. In addition, they can be a
useful tool for students who could not attend the class in real time.
Teachers can create educational videos to explain concepts, allowing
students to visualize the content and review the material as often as
necessary.
Use of multimedia resources: Multimedia resources such as videos,
infographics, animations, among others, can be used to reinforce
concepts and improve students' understanding. These resources can
be used by both teachers and students to complement class content.
Online assessments: Various online tools can be used to conduct
assessments and tests, such as Kahoot, Google Forms, and others. It
is important to perform continuous assessments to verify student
learning. These evaluations can be in the form of quizzes, exams,
papers, among others. In addition, it is important to provide feedback
to students so that they can improve their performance.
Didactic strategies for virtual teaching in secondary education should
focus on the active participation of students, the use of digital tools,
the use of multimedia resources and continuous evaluation. It is
important that teachers are trained to use these tools and adapt them
to the needs of their students. In this way, a quality education and an
enriching learning experience for students can be guaranteed. Thus,
it is important to review other studies related to this topic in order to
know what has been done and what still needs to be done; to this end,
the objective of this literature review study was to determine the
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didactic strategies used for virtual teaching in Ecuadorian secondary
education.
MATERIALS AND METHODS
This inductive study was conducted using the qualitative approach,
which offers the opportunity to make theoretical constructions from
a holistic representation, where the researcher intervenes with his
critical stance (Taylor et al., 2016). It is a theoretical research,
supported by other studies or secondary sources of information (Del
Cid et al., 2011).
It was conducted as a documentary research, through a bibliographic
design, and its level was descriptive (Hernández-Sampieri and
Mendoza, 2020) in order to achieve the objective of determining the
didactic strategies used for virtual teaching in Ecuadorian secondary
education. The starting point was previously defined categories such
as the design of interactive activities, use of educational platforms,
class recording, use of multimedia resources and online evaluations.
Content analysis was assumed through the process of Cáceres (2008)
as the technique for data collection, starting with a search for
information through sources such as written documents available on
the Internet, using the search engine "Google Scholar"®, and
keywords such as: didactic strategies, virtual teaching, Ecuadorian
secondary education. Books, complete theses and research articles
indexed in Dialnet, Latindex, SciELO or Scopus, which were
published between 2019 and 2023, were selected, only those related
to Ecuador, at the middle level.
RESULTS
In order to determine the didactic strategies used for virtual teaching
in Ecuadorian secondary education a review and analysis of the
content of the research shown in Table 1 was carried out.
Table 1.
Research on didactic strategies used for virtual teaching in
Ecuadorian high school education
Author(s)
Title
Description
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Hermann-
Acosta et al.
Reflections and
Perspectives on
the Uses of
Social
Networks in
Education. A
Case Study in
Quito-Ecuador
It focused on determining how
the use of Web 2.0 resources
such as social networks is
allowing the construction of
learning in non-formal
educational contexts mediated
by the use of digital
technologies. It was found that
80% of media users have used
social networks for educational
purposes. In conclusion, the
use of digital technologies is
not only contributing to
promote aspects such as
communication and
entertainment, but also to
incorporate invisible learning
to their cognitive processes.
Rojas-
Londoño
and Diaz-
Mora
COVID-19 The
transformation
of education in
Ecuador
through the
inclusion of
technological
tools for
meaningful
learning
The study is the result of
research in repositories of
relevant reviews that are on the
web, as a sample of a number
of valuable tools for the
educational field that evolved
by leaps and bounds since the
advent of COVID-19. They
found that they are frequently
used (Zoom and Microsoft
Teams). They also used social
networks such as Whatsapp
and Facebook as an important
pillar to continue education
from home, they became a key
tool of connection between
teachers and students.
Chong-
Baque and
Marcillo-
García
Innovative
pedagogical
strategies in
virtual learning
environments.
This study describes innovative
pedagogical strategies that
have been mainly based in the
educational field to enhance
Virtual Learning Environments
(VLE), from the constructivist
framework. The use of
gamification, collaborative
learning, project-based
learning is described,
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Tafur
Playful virtual
teaching
(Gamification)
of the periods
of regional
development
and integration
of the cultures
of the highlands
of Ecuador.
Its objective was to analyze the
gamified virtual education
(gamification) of the periods of
regional development and
integration of the cultures of
the Sierra of Ecuador. Among
the results, it was found that
gamification systems are not
used in the classroom, but
rather for leisure and
recreation. When describing
the applications and tools, it
could be perceived that they are
varied. In conclusion, it is
possible to create playful
virtual material for learning,
and it is also an adaptable tool
for learning any subject.
Alfonzo et
al.
Didactic
strategies for
the
effectiveness of
physical
education: a
challenge in
times of
confinement.
The objective was to propose
didactic strategies to favor the
effectiveness of physical
education in times of
confinement. Different didactic
strategies are proposed whose
components were the starting
point to structure the proposal
and their adaptations are
framed in the virtual context,
based on curricular guidelines.
Encarnación
and Ayala
Didactic
strategies
through mixed
reality for
theoretical-
practical
learning in high
school students.
The objective was to evaluate
the influence that this
technology has on the
theoretical-practical learning of
high school students. As a
result, 79.2 % of theoretical-
practical knowledge was
obtained. In the usefulness
indicator, 87 % was obtained,
in usability 69 % and in ease of
use 65 %. The study made it
possible to observe that the use
of mixed reality can support
students' theoretical-practical
learning.
Pastora and
Fuentes
The planning of
teaching
Its objective was to analyze the
importance of planning
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strategies in a
virtual learning
environment.
teaching strategies in a Virtual
Learning Environment (VLE).
It is concluded that the
planning of strategies in a
virtual environment requires
teachers to carefully organize
the virtual classroom , select
the resources and technological
means that best suit the needs
or requirements of the learner,
in order to promote self-
management of independent
learning and collaborative
work, a contextualized,
interactive experience with
shared responsibilities.
Giler-
Velásquez
Virtual
mathematics
teaching in
university
education in
Ecuador.
The purpose of the article was
to analyze the virtual teaching
of mathematics in Ecuador. It
concluded that in order to
achieve quality virtual teaching
it is essential for teachers to be
updated in virtual
competencies, to train students
in ICT, and to empower them
with virtual pedagogical
strategies and resources.
Morales-
Zambrano
et al.
Digital
competencies
of teachers in
secondary
education in
Ecuador.
An analysis of the most
important aspects of the digital
competencies of teachers
working in secondary
education in Ecuador,
especially in Manabí, was
carried out. It was concluded
that the digital competence of
teachers and its impact on the
teaching-learning process can
help improve the teaching
activities of teachers working
in secondary education in
Ecuador, as long as they are
used as teaching resources and
not in a way that tries to
supplant the teacher .
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Prado-
Bailón and
Corral-Joza
Didactic
strategies in
virtual
education and
learning styles
in high school
students.
The didactic strategies used in
virtual education and their
relationship with the learning
styles of the students of the
Colegio Técnico de
Bachillerato "Luis Arboleda
Martínez" of Manta were
analyzed. The results showed
that teachers mainly used
didactic strategies focused on
the individualization of
teaching, and to a lesser extent
those related to expository
techniques and collaborative
work. The way students
perceive and process
information is wide, therefore,
the teacher must implement
strategies based on the facilities
provided by virtual tools.
Hernandez
et al.
Autonomous
learning: a
requirement of
virtual
education.
Experiences at
Uniandes,
Ibarra.
In this study, the authors
elaborated a didactic strategy,
composed of interrelated
phases, to contribute to the
autonomous learning of the
students of the Second Level of
the Software Career, of the
Presential Modality, in
UNIANDES, Ibarra, Ecuador,
during the academic period
May - September 2020, in the
conditions of virtual teaching.
This consisted of four phases to
strengthen autonomous
learning.
Pantoja and
others
Education and
pandemic:
challenge for
teachers of
higher basic
education and
high school in
the city of
Ibarra,
Ecuador.
The purpose was to identify the
pedagogical and technological
challenges faced by teachers of
elementary and high school in
the city of Ibarra in times of
pandemic. It was determined
that both pedagogical and
technological challenges are
significant, mainly in terms of
the drastic change in
methodology and teaching
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resources, as well as the fact of
having to acquire technological
equipment, improve
connectivity and train quickly
in the use of new technologies.
Hernández-
Chacón et
al.
Inverted class
as a
methodology
for
strengthening
Intercultural
Bilingual
Education in
virtual
education.
The authors analyzed the
possibilities offered by the
inverted classroom for learning
Kichwa. The application of the
inverted classroom proved to
be efficient for strengthening
intercultural bilingual
education, in terms of learning
the Kichwa language,
providing teachers with a more
comprehensive and interactive
methodology and varied
material for application in
classes. It strengthened the
students' protagonism.
Cedeño and
García
Methodological
strategies in
virtual teaching
at the Eugenio
Espejo
Educational
Unit in the
canton of
Chone -
Province of
Manabí -
Ecuador.
The objective was to know the
methodological strategies
applied during virtual teaching
at the Eugenio Espejo
Educational Unit. The results
were oriented to demonstrate
the effectiveness of the
methodological strategies
implemented by teachers
during virtual teaching,
concluding that during the
validity of this modality in the
Eugenio Espejo Educational
Unit, teachers prioritized the
use of innovative
methodological strategies such
as inverted classroom, problem
solving, mind maps, semantic
networks, role-playing that
contributed significantly to
give continuity to the teaching
process, mind maps, semantic
networks, role-playing that
contributed significantly to
give continuity to the teaching-
learning process, and that,
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although most of the teachers
had no previous experience in
the development of virtual
teaching the use of
methodological strategies
helped them to execute virtual
classes in which motivation
was a priority .
Castro
Didactic
strategies and
their influence
on virtual
teaching in
students of an
educational
institution
Guayaquil
Ecuador, 2022
Its objective was to
demonstrate that didactic
strategies influence virtual
teaching in students of an
educational institution in
Guayaquil Ecuador, 2022. She
found that the variable didactic
strategies influenced the
interactive materials; she
evidenced sustainability of the
use of WhatsApp, the
computer, video conferences,
they used the chat, there was a
good management of Google,
and programs such as Excel. It
found that didactic strategies
have a significant influence on
student learning.
Intriago-
Alarcón and
Rodríguez-
Zambrano
Didactic
strategies for
schoolchildren
with special
educational
needs during
Covid-19. A
review study in
Ecuador
This article presents the results
obtained through a
documentary review of the
didactic strategies for the care
of schoolchildren with special
educational needs applied
during Covid 19, 2019-2022.
The results reflect didactic
strategies such as inclusive
classroom, distance education,
digital classroom, cooperative
learning, stimulation with art,
sounds and movements,
comprehensive reading,
stimulation with sports and
cooperative learning where
parents are included to
participate in the development
of skills and new knowledge.
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Lorenty
Virtual
teaching
strategies in the
academic
performance of
students of the
School of E.B.
"Guayaquil"
Canton Vinces
- Ecuador,
2021.
The objective was to propose
adequate virtual teaching
strategies for the academic
performance of the students of
the "Guayaquil" B.E. School,
Canton Vinces-Ecuador, 2021.
They conclude by emphasizing
the need to establish
educational strategies that use
current technological resources
for the construction of
knowledge, where students are
more participatory, motivating
them to previous research.
Bajaña-
Vera
Virtual didactic
strategies in
teachers of an
educational
unit in Ecuador,
2022
Their objective was to
determine the current state of
virtual teaching strategies
designed and implemented by
teachers in an Educational Unit
in Ecuador in the year 2022.
They noticed that teachers
confuse virtual methods and
techniques, they consider that
the same methods and
techniques are used as in face-
to-face education. They have
mastery of skills to select and
develop digital resources,
highlighting Quizzi z, Canva
and Educaplay as the most used
online tools.
Source: authors' own elaboration (2023).
Table 1 shows that in the studies reviewed, coincidences were found
with the defined a priori categories; in this regard, all the mentioned
researches present or mention the design of interactive activities, the
use of educational platforms, and the use of multimedia resources. It
should be noted that no coincidences were found with the aprioristic
categories: class recording and online evaluations.
In addition, from the analysis of these, emerging categories such as
time organization, relevance of teacher participation and motivation
were obtained . The first, expressed by Pastora and Fuentes (2021)
who mention that "the planning of strategies in a virtual environment
requires teachers to be carefully organized to manage the virtual
classroom in time", the relevance of the teacher was expressed by
Morales-Zambrano et al. (2021) who stated: "as long as they are used
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as didactic resources and not in a way that tries to supplant the
teacher". Motivation was revealed by Cedeño and García (2022) who
stated that "the use of methodological strategies helped them to carry
out virtual classes in which motivation was a priority".
CONCLUSIONS
In this study, didactic strategies used for virtual teaching in
Ecuadorian secondary education during the period between 2019 and
2022 were determined, in this regard it is concluded:
The studies prioritize the use of digital tools and social networks as
tools for connection and interactivity . All of them refer to the design
of interactive activities, the use of educational platforms, and the use
of multimedia resources. No strategies were found for the evaluation
and feedback of the educational process. Categories such as
motivation, time organization, and relevance of the teacher in the
teaching and learning process emerged.
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